Displaying items by tag: Form 2

INTRODUCTION

State the Bernoulli’s effect

Exercise books.

Chalk/white board.

Secondary physics KLB students book 2 page 215-221

BODY DEVELOPMENT

State and explain Bernoulli’s effect/principle.

-Illustrating Bernoulli’s effect by experiments

Paper funnel

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 215-221

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 215-221

INTRODUCTION

Highlight places where bernoulli’s principle is applied.

Exercise books.

Chalk/white board.

Secondary physics KLB students book 2 page 221-231

BODY DEVELOPMENT

Describe how the Bernoulli’s effect is applied.

-Describing the application of Bernoulli’s principle.

Bunsen burner.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

 Secondary physics KLB students book 2 page 221-231

INTRODUCTION

Explain what a car carburetor is.

Exercise books.

Chalk/white board.

BODY DEVELOPMENT

Describe the working of the car carburetor.

-Explanation on how the Bernoulli’s principle is applied on a carburetor.

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB students book 2 pages 232-233.

INTRODUCTION

Explain what a horizontal pipe is.

Exercise books.

Chalk/white board.

KLB students book 2 pages 234-235.

BODY DEVELOPMENT

Describe how a horizontal pipe uses the Bernoulli’s effect to work. 

-Discussion.

Demonstration.

Notes taking.

KLB students book 2 pages 234-235.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB students book 2 pages 234-235.

INTRODUCTION

Explain what dynamic lift is.

Exercise books.

Chalk/white board.

KLB students book 2 pages 235-236.

BODY DEVELOPMENT

Describe how dynamic lift is related to the Bernoulli’s principle.

-Listening and taking short notes.

KLB students book 2 pages 235-236.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB students book 2 pages 235-236.

INTRODUCTION

Explain the dangers of the effects of the Bernoulli’s principle.

Exercise books.

Chalk/white board.

KLB students book 2 pages 236-237.

BODY DEVELOPMENT

Describe how Bernoulli’s Principle is dangerous.

-Listening and taking short notes.

Exercise books.

KLB students book 2 pages 236-237.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

KLB students book 2 pages 236-237.

INTRODUCTION

-Define allotropy.

-Exercise books.

-Chalk/white board.

BODY DEVELOPMENT

-Define allotropes and allotropy.

-Identify allotropes of carbon.

-Represent diamond and graphite diagrammatically.

-Teacher explains new terms.

-Review covalent bond.

-Discuss boding in diamond and graphite.

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

-Listening and answering questions.

-Exercise books.

-Chalk/white board.

 KLB BK 2 PG. 131-133.

INTRODUCTION

-Give examples of substances made of diamond, graphite and amorphous carbon.

-Exercise books.

-Chalk/white board.

BODY DEVELOPMENT

-Describe physical and chemical properties of diamond, graphite and amorphous carbon.

-State uses of carbon allotropes.

-Discuss physical and chemical properties of diamond, graphite and amorphous carbon.

-Explain the Physical and chemical properties of diamond, graphite and amorphous carbon.

-Discuss uses of carbon allotropes.

-Charcoal, graphite.

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

-Listening and answering questions.

-Exercise books.

-Chalk/white board.

 KLB BK 2 PG. 131-133.

INTRODUCTION

-Give the products of burning carbon in oxygen.

-Exercise books.

-Chalk/white board.

BODY DEVELOPMENT

-Describe reaction of carbon with oxygen.

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

-Listening and answering questions.

-Chalk/white board.

KLB BK 2 PG. 134-135.

INTRODUCTION

 -Define reduction.

-Exercise books.

-Chalk/white board.

BODY DEVELOPMENT

-Describe reduction properties of carbon.

-Show reduction properties of carbon.

-Describe reaction of carbon with acids.

-Teacher demonstration – Burn strongly a mixture of carbon and CuO on a bottle top.

-Observe colour changes and give underlying explanation

-Teacher demonstration- reaction of carbon with hot conc HNO₃.

Write balanced equations for the reaction.

-CuO, pounded charcoal, Bunsen burner& bottle top

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

-Listening and answering questions.

-Exercise books.

-Chalk/white board.

-KLB BK 2 PG.126

INTRODUCTION

 -Set up the apparatus.

-Exercise books.

-Chalk/white board.

BODY DEVELOPMENT

-Prepare CO₂ in the lab.

-Describe properties of CO_2.

-Write balanced equations for the reactions involving CO_2.

-Review effects of heat on carbonates.

Group experiments/teacher demonstration- preparation of CO_2.

-Simple experiments to determine properties of CO_2.

-Give examples of reactions. Write corresponding balanced chemical equations.

CONCLUSION

- Asking and answering questions from the learners to summarize the lesson’s objectives.

-Listening and answering questions.

-Exercise books.

-Chalk/white board.

 KLB BK 2 PG. 138-139

INTRODUCTION

 -Highlight some of the uses of carbon (iv) oxide.

-Exercise books.

-Chalk/white board.

BODY DEVELOPMENT

 State and discuss the uses of CO_2.

-Discuss the uses of CO_2.

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

-Listening and answering questions.

-Exercise books.

-Chalk/white board.

 KLB BK 2 PG. 140-1

INTRODUCTION

-Set up the apparatus. 

-Exercise books.

-Chalk/white board.

BODY DEVELOPMENT

-Describe preparation of carbon monoxide in the lab.

-Describe chemical properties of carbon monoxide. 

-Teacher demonstration: preparation of carbon monoxide in the lab.

-Make observations.

-Description of properties of carbon monoxide.

CONCLUSION

 -Asking and answering questions from the learners to summarize the lesson’s objectives.

 -Listening and answering questions.

-Exercise books.

-Chalk/white board.

 KLB BK 2 PG. 142-145.

INTRODUCTION

 -Distinguish between carbonates and hydrogen carbonates.

-Exercise books.

-Chalk/white board.

BODY DEVELOPMENT

-State the difference between carbonates and hydrogen carbonates.

-Describe chemical reactions of carbonates and hydrogen carbonates with acids

-Write chemical equations for reactions of carbonates and hydrogen carbonates with acids.

-Observe reactions of carbonates of Ca, Cu, Zn, NaHCO₃ with HCl, HNO₃, and H₂SO₄.

 -Record observations in a table.

-Discuss the observations above.

Carbonates of Ca, Cu, Zn, NaHCO₃ with HCl, HNO₃, and H₂SO₄.

CONCLUSION

 -Asking and answering questions from the learners to summarize the lesson’s objectives. 

-Listening and answering questions.

-Chalk/white board.

KLB BK 2 PG.148-149

INTRODUCTION

-Assemble the apparatus.

-Exercise books.

-Chalk/white board.

BODY DEVELOPMENT

-Investigate reactions of carbonates and hydrogen carbonates on heating.

-Write equations for reaction of carbonates and hydrogen carbonates on heating 

-Heat the above carbonates and record observations in a table.

-Discuss the above observations.

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

-Listening and answering questions.

-Chalk/white board.

KLB BK 2 PG 150-151

INTRODUCTION

 -Explain what trona is.

-Exercise books.

-Chalk/white board

BODY DEVELOPMENT

 -Draw schematic diagram for extraction of sodium carbonates.

-Write relevant equations.

CONCLUSION

 -Asking and answering questions from the learners to summarize the lesson’s objectives.

-Exercise books.

-Chalk/white board.

 KLB BK 2 PG 153-157

INTRODUCTION

 -Explain the meaning of the Solvay process.

Exercise books.

Chalk/white board.

BODY DEVELOPMENT

 -Draw schematic diagram for extraction of sodium carbonates.

-Discuss each step of the process.

 -Write relevant equations.

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

 -Listening and answering questions.

-Exercise books.

 KLB BK 2 PG 157.

INTRODUCTION

-Ask probing questions.

-Exercise books.

-Chalk/white board.

BODY DEVELOPMENT

 -Discuss: - Importance of carbon in nature.

&

-Effects of carbon on the environment.

-Discuss the carbon cycle and processes that increase/ reduce amount of CO₂ in the air.

-Uses of CO₂ in soft drinks and fire extinguishers.

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

-Listening and answering questions.

-Exercise books.

-Chalk/white board.

INTRODUCTION

Define solubility.

Exercise books.

Chalk/white board

BODY DEVELOPMENT

-Test solubility of various salts in cold water/warm water.

-Test solubility of various bases in water.

Class experiments- Dissolve salts in 5ml of water.

Record the solubility in a table,

Carry out litmus tests.

Discuss the results.

Sulphates, chlorides, nitrates, carbonates of various metals.

Oxides, hydroxides, of various metals, litmus papers

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Exercise books.

Chalk/white board.

INTRODUCTION

Highlight some of the methods used to prepare salts.

Exercise books.

Chalk/white board.

BODY DEVELOPMENT

-Experimental and descriptive treatments of preparation of salts e.g. ZnSO₄, CuSO₄, NaCl and Pb(NO₃)₂.               

CuO, H₂SO₄, HCl, NaOH, PbCO₃, dil HNO_3.

 CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Exercise books.

Chalk/white board.

KLB BK 2 PG. 95 -104.

INTRODUCTION

Explain the meaning of direct synthesis of a salt.

Exercise books.

Chalk/white board.

BODY DEVELOPMENT

-Describe direct synthesis of a salt.

-Group experiments- preparation of iron (II) sulphide by direct synthesis.

Give other examples of salts prepared by direct synthesis.

Students write down corresponding balanced equations.

Iron,

Sulphur

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Exercise books.

Chalk/white board.

INTRODUCTION

Highlight some metal carbonates, nitrates and sulphates.

Exercise books.

Chalk/white board.

BODY DEVELOPMENT

-state effects of heat on carbonates.

-Predict products resulting from heating metal carbonates.

-State effects of heat on nitrates.

-Predict products resulting from heating metal nitrates.

-State effects of heat on sulphates.

-Group experiments- To investigate effects of heat on Na₂CO₃, K₂CO₃, CaCO₃, ZnCO₃, PbCO₃, e.t.c.

-Observe various colour changes before, during and after heating.

-Write equations for the reactions.

-Group experiments- To investigate effects of heat on various metal nitrates.

-Observe various colour changes before, during and after heating.

-Write equations for the reactions.

-Group experiments- To investigate effects of heat on various sulphates.

-Observe various colour changes before, during and after heating.

-Write equations for the reactions.

-Various carbonates.

-Common metal nitrates.

-Common sulphates.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

INTRODUCTION

Explain the meaning of hygroscopy, deliquescence and efflorescence.

Exercise books.

Chalk/white board.

BODY DEVELOPMENT

-Define hygroscopic deliquescent and efflorescent salts.

-Give examples of hygroscopic deliquescent and efflorescent salts.

Prepare samples of various salts.

Expose them to the atmosphere overnight.

Students classify the salts as hygroscopic, deliquescent and / or efflorescent.

Samples of various salts.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Exercise books.

Chalk/white board.

INTRODUCTION

Highlight some of the uses of salts. 

Exercise books.

Chalk/white board.

 Teacher elucidates uses of salts.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Exercise books.

Chalk/white board.

INTRODUCTION

Define electrical conductivity.

Exercise books.

Chalk/white board.

BODY DEVELOPMENT

-Test for electrical conductivities of substances.

Group experiments- to identify conductors and non-conductors.

Explain the difference in (non) conductivities.

Various solids, bulb, battery,  & wires.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

Exercise books.

Chalk/white board.

 KLB BK 2 PG. 118-119.

INTRODUCTION

Assemble apparatus for electrolysis.

Exercise books.

Chalk/white board.

-Test for electrical conductivities molten electrolytes.

-Define electrolysis

 -Group experiments- to identify electrolytes in molten form.

Explain the difference in molten electrolytes.

 -Descriptive approach punctuated with Q/A.

Molten candle wax

Sugar

Sulphur

Lead oxide.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Exercise books.

Chalk/white board.

 KLB BK 2 PG. 120 -121.

INTRODUCTION

Assemble apparatus for electrolysis.

Exercise books.

Chalk/white board.

BODY DEVELOPMENT

-Test for electrical conductivities molten electrolytes.

-Define electrolysis

-Group experiments- to identify electrolytes in molten form.

Explain the difference in molten electrolytes.

-Descriptive approach punctuated with Q/A.

Molten candle wax

Sugar

Sulphur

Lead oxide.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Exercise books.

Chalk/white board.

INTRODUCTION

Explain the difference between   an electrolyte and an electrode. 

Exercise books.

Chalk/white board.

-Define an electrolyte

 To investigate chemical effect of an electric current.

Classify the solutions as electrolyte or non -electrolytes.

Discuss the electrical properties of the solution

 Graphite electrodes

Battery

Various aqueous solutions switch bulb.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.  

Listening and answering questions.

Chalk/white board.

INTRODUCTION

Explain the meaning of anode and cathode.

Exercise books.

Chalk/white board.

BODY DEVELOPMENT

 -Demonstrate –Electrolysis of molten lead (II) bromide

-Observe color changes

-Explanation of half-equations and reactions at the electrodes.

 Graphite electrodes

Battery

Various aqueous solutions switch.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

Listening and answering questions.

Exercise books.

Chalk/white board.

 KLB BK 2 PG. 126 -127.

 INTRODUCTION

Explain the meaning of the term binary electrolyte.

Exercise books.

Chalk/white board.

-Define a binary electrolyte.

 Completing a table of electrolysis of binary electrolytes

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Exercise books.

Chalk/white board.

INTRODUCTION

Set up the apparatus to carry out electroplating.

Exercise books.

Chalk/white board.

-State application of electrolysis.

 Experiment- Left overnight.

-Electroplating an iron nail with silver nitrate/ copper sulphate.

-Brief discussion.

-Discussion and explanations.

 Silver nitrate

Iron nail

Complete circuit battery.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

Exercise books.

Chalk/white board.

INTRODUCTION

•  Highlight the terms to be defined

-Exercise books.

-Whiteboard.

-KLB secondary Biology

-Students book 2 Page 83-84

-KLB teachers book 2 pages 49-54

BODY DEVELOPMENT

• Define terms stated
  
  
• Distinguish between excretion and egestion
  
  
• Explain the necessity of excretion in plants and animals

-Defining excretion, homeostasis and secretion.

-Distinguishing between excretion and egestion.

-Chart showing major terms and their definitions

-KLB secondary Biology

-Students book 2 Page 83-84

-KLB teachers book 2 pages 49-54

CONCLUSION

• Asking and answering questions from the learners to summarize the lesson’s objectives.

-Listening and answering questions.

-KLB secondary Biology

-Students book 2 Page 83-84

-KLB teachers book 2 pages 49-54

INTRODUCTION

• Outline the excretory products of a plant.

-Exercise books.

-Whiteboard.

-Comprehensive secondary Biology students Bk. 2 page 86-87.

-Teachers bk. 2 pages 58-68.

BODY DEVELOPMENT

• Describe the methods of excretion in plants.

• List down useful and harmful excretory products in plants

-Describing the methods of excretion in plants

-Listing excretory products in plants

-Chart showing excretory products in plants and methods of excretion in plants

-Comprehensive secondary Biology students Bk. 2 page 86-87.

-Teachers bk. 2 pages 58-68.

CONCLUSION

• Asking and answering questions from the learners to summarize the lesson’s objectives.

-Listening and answering questions.

-Comprehensive secondary Biology students Bk. 2 page 86-87.

-Teachers bk. 2 pages 58-68.

INTRODUCTION

• Review the excretory products in plants.

-Questions and answers.

-Exercise books and text books.

-Comprehensive secondary Biology students Bk. 2 page 88

-Teachers bk. 2 pages 58-68

-KLB secondary Biology

Students book 2 Page 84.

BODY DEVELOPMENT

• Identify the uses of excretory products in plants.
• Describe the uses of excretory products in plants.

-Identifying  the uses of excretory products in plants

-Describing  the uses of excretory products in plants

-Chart showing excretory products , sources and their economic importance in plants

-Comprehensive secondary Biology students Bk. 2 page 88

-Teachers bk. 2 pages 58-68

-KLB secondary Biology

Students book 2 Page 84.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.

-Comprehensive secondary Biology students Bk. 2 page 88

-Teachers bk. 2 pages 58-68

-KLB secondary Biology

Students book 2 Page 84.

INTRODUCTION

Give an example of unicellular animal.

Notes taking.

Exercise books.

Whiteboard.

-Golden tips biology pages 97-98

 BODY DEVELOPMENT

-Describe excretion and homeostasis in unicellular animals such as amoeba.

-Draw an amoeba.

-Describe excretion in fresh water amoeba.

-Describing excretion and homeostasis in unicellular organism such as amoeba.

-Drawing of amoeba.

-Describing the excretion of water and nitrogenous wastes in amoeba.

 -Chart showing an amoeba in stages of excreting water and wastes.

 -KLB secondary Biology

Students book 2 Page 84-85

-KLB teachers book 2 pages 49-54

-Longhorn secondary biology: students book 2 page 127-128

-Golden tips biology pages 97-98

 CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

Listening and answering questions.

Students book 2 Page 84-85.

-KLB teachers book 2 pages 49-54.

-Longhorn secondary biology: students book 2 page 127-128.

-Golden tips biology pages 97-98.

INTRODUCTION

Show the learners a kidney in a chart.

Notes taking.

Exercise books.

Whiteboard.

-Longhorn secondary biology: students book 2 pages 132-135.

BODY DEVELOPMENT

-Examine the kidney of a mammal.

-Draw and label the external structure of a kidney.

-Make a vertical section through the kidney.

-Identify the internal parts of the kidney

- Examining the kidney.

-Making a vertical section and identifying the parts of the kidney.

-Drawing the internal structure of the kidney.

-Kidney of a mammal

-Sharp knife.

-Chart showing section of a kidney.

-KLB Biology Students book 2 Page 88-92.

-KLB teachers book 2 pages 49-54.

-Longhorn secondary biology: students book 2 pages 132-135.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

Listening and answering questions.

-Longhorn secondary biology: students book 2 pages 132-135.

INTRODUCTION

Explain what a nephron is.

Notes taking.

Exercise books.

Whiteboard.

 -Students book 2 Page 90-92

-Draw and label parts of the nephron.

-Relate its structure to its role in urine formation.

-Drawing and labeling the nephron.

-Discussion on the structure of the nephron in relation to its function.

-Chart showing the structure of the nephron.

-Comprehensive secondary Biology students Bk. 2 page 92-94

-Teachers bk. 2 pages

-KLB secondary Biology 58-68

-Students book 2 Page 90-92

-KLB teachers book 2 pages 49-54

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

Listening and answering questions.

-Comprehensive secondary Biology students Bk. 2 page 92-94

-Teachers bk. 2 pages

-KLB secondary Biology 58-68

-Students book 2 Page 90-92

-KLB teachers book 2 pages 49-54

INTRODUCTION

Explain the meaning of neuro-endocrine system.

-Notes taking.

-Exercise books.

Whiteboard.

-Comprehensive secondary Biology students Bk. 2 page 93-94

BODY DEVELOPMENT

-Identify the hormones involved in Neuro-endocrine system and homeostasis e.g. insulin.

-Explain the process of urine formation in the kidney.

-Describe the role of various hormones in urine formation.

-Identifying the hormones involved in Neuro-endocrine system and homeostasis such as insulin, ADH and aldosterone I urine formation

-Describing the role of insulin, ADH and aldosterone in urine formation

-Diagram of the nephron showing the movement of sodium ions and water

-Comprehensive secondary Biology students Bk. 2 page 93-94

-KLB secondary Biology 58-68

-Students book 2 Page 97-100

-KLB teachers book 2 pages 49-54

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

Listening and answering questions.

-Comprehensive secondary Biology students Bk. 2 page 93-94

-KLB secondary Biology 58-68

-Students book 2 Page 97-100

-KLB teachers book 2 pages 49-54

INTRODUCTION

Review the neuro-endocrine system lesson.

-Notes taking.

-Exercise books.

Whiteboard.

-Comprehensive secondary Biology students Bk. 2 page 94-95

-Teachers bk. 2 pages

-KLB secondary Biology 58-68

BODY DEVELOPMENT

-Describe the components and role of Neuro-endocrine systems

-Distinguish between internal and external environments

-Explain the general working of the homeostatic mechanism. 

-Describing the components and role of the Neuro-endocrine system

-Distinguishing between internal  and external environment

explaining the general working of the homeostatic mechanism

-Flow chart showing homeostatic mechanism, positive and negative feedback

-Comprehensive secondary Biology students Bk. 2 page 94-95

-Teachers bk. 2 pages

-KLB secondary Biology 58-68

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

Listening and answering questions.

-Comprehensive secondary Biology students Bk. 2 page 94-95

-Teachers bk. 2 pages

-KLB secondary Biology 58-68

INTRODUCTION

Define osmoregulation.

-Notes taking.

-Exercise books.

Whiteboard.

-KLB secondary Biology Students book 2 Page 100-101

-KLB teachers book 2 pages 49-54.

-Longhorn secondary biology: students book 2 pages 140-142.

BODY DEVELOPMENT

-Define osmoregulation

-Describe the role of the kidney in osmoregulation

-Explain the role of hypothalamus in osmoregulation

-Defining Osmoregulation.

-Describing the role of the kidney in osmoregulation.

 -Flow chart showing the homeostatic mechanism in regulating osmotic pressure by the kidney

-KLB secondary Biology Students book 2 Page 100-101

-KLB teachers book 2 pages 49-54.

-Longhorn secondary biology: students book 2 pages 140-142.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

Listening and answering questions.

- KLB secondary Biology Students book 2 Page 100-101

-KLB teachers book 2 pages 49-54.

-Longhorn secondary biology: students book 2 pages 140-142.

INTRODUCTION

Highlight some of the kidney diseases.

-Notes taking.

-Exercise books.

Whiteboard.

-Comprehensive secondary Biology students Bk. 2 page 96, 101-102.

-Teachers bk. 2 pages 58-68.

BODY DEVELOPMENT

-Explain Diabetes insipidus and other common kidney diseases.

-Describe the causes of Diabetes insipidus and other common kidney diseases

State possible control/prevention methods of Diabetes insipidus.

-Explaining Diabetes insipidus and other common kidney diseases.

-Describing the causes of Diabetes insipidus and other common kidney diseases.

 -Chart showing the diseases, causes, symptoms and control/ prevention methods

-Comprehensive secondary Biology students Bk. 2 page 96, 101-102.

-Teachers bk. 2 pages 58-68.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

Listening and answering questions.

-Comprehensive secondary Biology students Bk. 2 page 96, 101-102.

-Teachers bk. 2 pages 58-68.

INTRODUCTION

Explain to the learners why skin is known to be the largest organ of the body

-Notes taking.

-Exercise books.

Whiteboard

-KLB secondary Biology Students book 2 Page 85-87.

BODY DEVELOPMENT

-Draw and label parts of the skin.

-Relate the parts of the skin to their functions.

-Discussion on the parts of the skin and their functions

-Drawing and labeling parts of the skin and relating parts to their functions

 -Chart showing the section of the skin

-Comprehensive secondary Biology students Bk. 2 page 89-90.

-Teachers bk. 2 pages 58-68.

-KLB secondary Biology Students book 2 Page 85-87.

-KLB teachers book 2 pages 49-54.

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

Listening and answering questions.

-Comprehensive secondary Biology students Bk. 2 page 89-90.

-Teachers bk. 2 pages 58-68.

-KLB secondary Biology Students book 2 Page 85-87.

-KLB teachers book 2 pages 49-54.

INTRODUCTION

State the general roles of the skin.

-Exercise books.

-Whiteboard.

-Comprehensive secondary Biology students Bk. 2 page 98-99

-Teachers bk. 2 pages  58-68

-KLB secondary Biology Students book 2 Page 98-101

BODY DEVELOPMENT

-Distinguish between osmoregulation and thermoregulation.

-Describe the role of the skin in osmoregulation.

-Describe the role of the skin in thermoregulation.

- Distinguishing between osmoregulation and thermoregulation

-Describing  the role of the skin in osmoregulation

-Describing the role of the skin in thermoregulation

-Chart showing diagram of the skin.

-Photograph of a section of the skin.

 -Comprehensive secondary Biology students Bk. 2 page 98-99

-Teachers bk. 2 pages  58-68

-KLB secondary Biology Students book 2 Page 98-101

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

Listening and answering questions.

 -Comprehensive secondary Biology students Bk. 2 page 98-99

-Teachers bk. 2 pages  58-68

-KLB secondary Biology Students book 2 Page 98-101

State features of written Constitution.
State advantages and disadvantages of a written Constitution.

KLB BK II
Pgs. 125-6

State features of an unwritten.
Identify documents from which the United Kingdom drew its Constitution.
State advantages and disadvantages of an unwritten Constitution.

Probing questions;
Brief discussion.

KLB BK II
Pgs. 126-7

KLB BK II
Pgs. 127

Outline the process of developing the Constitution of Kenya at independence.

KLB BK II
Pgs. 128

Discussion marked by probing questions.
Flow chart: constitution-making process

New developments in Constitution making process (after repeal of section 2A in 1991).

Trace and describe new developments in constitution making process

Probing questions
Discussion.

Probing questions
Discussion.

Define the term constitution amendment.
Outline the major Constitutional amendments since Independence.

Define the term democracy.

Define the term pure/direct democracy.
Identify forms of direct democracy.

Q/A: Definition.

Discussion: types of democracy.
Exposition of new terms such as referendum, plescite, etc.

Outline the essentials of representative democracy.

Q/A: meaning of Indirect /Representative Democracy.
Exposition: essentials of Indirect /Representative Democracy.

Probing questions;
Exposition;
Discussion.

Q/A: teacher elicits definitions.

Newspaper cuttings on human rights.
Extract of the constitution on human rights.

Q/A & detailed discussion on children’s Rights.

Newspaper, extracts on Human Rights / Rights of a child.

Q/A: review UN Convention on Rights of the child.
Brief discussion.

INTERNET AND E-MAIL

By the end of the lesson, the learner should be able to

• Define the term internet
• Explain the development of internet

• Q/A discussion
• Demonstration
• Observation

• Internet
• Text book
• Working Computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 168-169

By the end of the lesson, the learner should be able to

• Explain the importance of the internet

• Q/A demonstration practical

• Handouts
• Books
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 266-275

By the end of the lesson, the learner should be able to

• Define the internet connectivity
• Explain elements of IC

• Q/A Demonstration Practical

• Handouts
• Books
• Modem S/W
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 273-276

By the end of the lesson, the learner should be able to

• Explain the internet services

• Q/A Demonstration Practical

• Letters
• Cards
• Books
• computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 273-276

By the end of the lesson, the learner should be able to

• Log in/Sign in
• Surf/browse

• Q/A Demonstration Practical

• Web pages
• Books
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 279

By the end of the lesson, the learner should be able to

• Define the term search engine
• Use search engines

• Q/A Demonstration Practical

• Letters
• Card
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 177-179

By the end of the lesson, the learner should be able to

• Explain the term e-mail
• Discuss the use of email s/w

• Q/A Demonstration Practical

• Handouts
• Books
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 178-180

By the end of the lesson, the learner should be able to

• State the e-mail facilities
• Compose mails
• Check mails

• Q/A Demonstration Practical

• Books
• Web pages
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 30-37

By the end of the lesson, the learner should be able to

• Manipulate an e-mail

• Q/A Demonstration Practical

• Handouts
• Books
• Web pages
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 180

By the end of the lesson, the learner should be able to

• Fax e-mail
• Attach files

• Q/A Demonstration Practical

• Websites
• Web pages
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 181-182

By the end of the lesson, the learner should be able to

• Explain the term Tel messaging
• Develop contact management

• Q/A Demonstration Practical

• Handouts
• Web pages
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 181-182

By the end of the lesson, the learner should be able to

• Explain the emerging issues
• Search for the emerging issues in the net

• Q/A Demonstration Practical

• Websites
• Web pages
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 182-183

By the end of the lesson, the learner should be able to

• Define the term graphic
• Insert/edit graphics

• Q/A Demonstration Practical

• Websites
• Web pages
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 44-49

By the end of the lesson, the learner should be able to

• Define the term data security
• Identify security threats on ICT

• Q/A Demonstration Practical

• Books
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 185-186

By the end of the lesson, the learner should be able to

• Discuss the control measures on ICT

• Q/A discussion

• Internet
• Books
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 186-188

By the end of the lesson, the learner should be able to

• Define the term computer crimes
• Explain the computer crimes

• Q/A Demonstration Practical

• Books
• Internet
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 188-189

By the end of the lesson, the learner should be able to

• Discuss ICT protection measures

• Q/A Demonstration Practical

• Books
• Internet
• Handouts
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 190-193

By the end of the lesson, the learner should be able to

• Define the terms ethics
• Explain the ethical issues

• Q/A Demonstration Practical

• Books
• Internet
• Handouts
• Working computer

• Computer studies by S.John Onunga page 327-328

By the end of the lesson,  the learner should be able to

• Discuss ICT laws

• Q/A discussion

• Computer studies by S.John Onunga page 328-331

By the end of the lesson, the earner should be able to

• Format a w/sheet: text, numbers, rows, columns and global

• Q/A Demonstration Practical

• Books
• Handouts
• Working computer

• Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 190-193

By the end of the lesson, the learner should be able to:

• Define warehousing
• Explain the importance of warehousing of business

• Discussion and brainstorming sessions
• Visits to relevant business environment e.g. local warehouse
• Talks from resource persons
• Story telling by students of relevant local experiences

• Relevant business environment
• Resource persons e.g. warehouse manager
• Pictures
• Charts
• Newspaper cuttings

• Inventor KLB book 2 page 83-84
• Dynamics of business studies Bk 2 pg. 197-198
• Certificate business studies book 2 page, 112
• Gateway sec. Revision pg.124

By the end of the lesson, the learner should be able to

• Identify various types of warehouses
• Discuss merits and demerits of each type of warehouse

• Visits to relevant business environment
• Discussions
• Talks from resource persons
• Story telling
• Studying and discussing case studies

• Relevant business environments
• Pictures
• Photos
• Charts
• Diagrams
• Resource persons
• Newspaper cuttings

• Inventor KLB book 2 page 85-90
• Dynamics of business studies Bk 2 pg. 202-208
• Certificate business studies book 2 page, 114-118
• Gateway sec. Revision pg. 125-128

By the end of the lesson, the learner should be able to:

• Define the term essentials
• Illustrate fundamental features of warehouse

• Explanations
• Definitions
• Illustrations
• Discussions
• Talks from resource person
• Visits to relevant business environment
• Observing pictures

• Newspaper cuttings
• Resource persons
• Diagrams
• Charts
• Relevant case studies
• Pictures

• Inventor KLB book 2 page 85
• Dynamics of business studies Bk 2 pg. 199
• Certificate business studies book 2 page, 119-120
• Gateway sec. Revision pg. 125

By the end of the lesson, the learner should be able to

• Explain the concept of insurance
• Discuss the meaning of insurance
• Discuss the importance of insurance

• Discussions
• Definitions
• Talks from resource persons
• Explanations of relevant terms associated with insurance
• Illustrating the “pooling of risk” clearly

• Relevant case studies
• Resource persons
• Relevant newspaper cuttings

• Inventor KLB book 2 page 91-92
• Dynamics of business studies Bk 2 pg. 212-215
• Certificate business studies book 2 page, 122-123
• Gateway sec. Revision pg. 132

By the end of the lesson, the learner should be able to:

• Explain the purpose of insurance
• Identify and explain principles of insurance

• Studying case studies
• Visits to relevant business environment such as an insurance company
• Talks from resource persons
• Discussions
• Explanations
• Filling insurance documents

• Insurance document
• Resource persons
• Relevant business environment
• Relevant case studies
• Relevant newspaper cuttings

• Inventor KLB book 2 page 93-98
• Dynamics of business studies Bk 2 pg. 216-221
• Certificate business studies book 2 page, 125-127
• Gateway sec. Revision pg. 135

By the end of the lesson, the learner should be able to:

• Define life assurance
• Explain the risk covered by life assurance

• Explanations
• Discussions
• Observing insurance documents
• Reading newspaper cuttings
• Visits to relevant business environment
• Viewing pictures, diagrams

• Pictures
• Relevant business environment
• Relevant newspaper cutting
• Diagrams
• Charts
• Insurance document

• Inventor KLB book 2 page 99-100
• Dynamics of business studies Bk 2 pg. 229-232
• Certificate business studies book 2 page, 128
• Gateway sec. Revision pg. 140-141

By the end of the lesson, the learner should be able to

• Define general insurance
• Explain the risks insured by general insurance

• Definitions
• Discussions
• Viewing pictures, charts and diagrams
• Visits to relevant business environment
• Illustrations
• Watching films

• Videos
• Newspaper cuttings
• Pictures, diagrams and charts
• Relevant business environment
• Case studies 

• Inventor KLB book 2 page 99-100
• Dynamics of business studies Bk 2 pg. 223-228
• Certificate business studies book 2 page, 128-130
• Gateway sec. Revision pg. 137-140

By the end of the lesson, the leaner should be able to

• Define re-insurance and co-insurance
• Discuss re-insurance and co-insurance

• Talks from resource persons
• Viewing diagrams, charts, pictures
• Illustrations
• Explanations
• Definitions
• Discussions
• Visits to relevant business environment

• Diagrams
• Charts
• Resource persons
• Relevant business environment
• Relevant cutting
• Relevant case studies
• Pictures

• Inventor KLB book 2 page 99-100
• Dynamics of business studies Bk 2 pg. 239
• Certificate business studies book 2 page, 130
• Gateway sec. Revision pg. 143

By the end of the lesson, the learner should be able to:

• Describe procedure for obtaining an insurance policy
• Describe the procedure for making insurance claim

• Discussions
• Talk from people who have taken up policies and have made claims
• Studying case studies
• Filing insurance document
• Visits to relevant business environment
• Description

• Resource persons
• Relevant newspaper cutting
• Relevant business environment
• Relevant insurance documents
• Relevant case studies

• Inventor KLB book 2 page 108-109
• Dynamics of business studies Bk 2 pg. 232-133
• Certificate business studies book 2 page, 132-133
• Gateway sec. Revision pg. 141-142

By the end of the lesson the learner should be able to

• Define product
• Explain the importance of product promotion

• Definition of terms
• Sharing experiences through story telling
• Brainstorming sessions
• Studying relevant case studies
• Discussions

• Case studies
• Relevant local environment
• Student’s book chapter 8 (certificate b/studies

• Inventor KLB book 2 page 111
• Dynamics of business studies Bk 2 pg. 244
• Certificate business studies book 2 page, 136
• Gateway sec. Revision pg. 147

By the end of the lesson, the learner should be able to

• Define publicity and public relations
• Discuss merits and demerits of publicity and public relations

• Talks from resource persons
• Dramatizing or role playing
• Studying relevant case studies
• Listening and watching various relevant programs
• Brainstorming sessions

• Radio
• Television
• Photos
• Resource persons
• Case studies
• Relevant business environment

• Inventor KLB book 2 page 128-129
• Dynamics of business studies Bk 2 pg. 257
• Certificate business studies book 2 page, 159-161
• Gateway sec. Revision pg. 155-156

By the end of the lesson, the learner should be able to

• Define personal selling
• Discuss ways of carrying out personal selling

• Discussions
• Watching and listening to relevant programs
• Talks from resource persons
• Dramatizing role-playing
• Sharing experiences
• Studying relevant case studies

• Case studies
• Resource persons
• Radio television
• Newspapers
• Photos
• Charts
• Relevant business environment

• Inventor KLB book 2 page 112-118
• Dynamics of business studies Bk 2 pg. 252-260
• Certificate business studies book 2 page, 154-158
• Gateway sec. Revision pg. 154

By the end of the lesson, the learner should be able to:

• Define advertisement
• State importance of  advertising

• Discussions
• Definitions
• Explanation
• Talks from resource persons
• Story telling
• Visits to relevant business environment

• Newspapers
• Resource persons
• Radio
• Televisions
• Relevant business environment

• Inventor KLB book 2 page 118
• Dynamics of business studies Bk 2 pg. 246
• Certificate business studies book 2 page, 141-142
• Gateway sec. Revision pg. 147-148

By the end of the lesson, the learner should be able to

• Identify and discuss types of advertising

• Talks from resource persons
• Dramatizing/role playing
• Listening and watching relevant advertisements on radio and television
• Sharing experience through story telling
• Discussions

• Resource persons
• Newspapers
• Posters
• Brochures
• Billboards
• Relevant business environment
• Radio
• Television

• Inventor KLB book 2 page 119
• Dynamics of business studies Bk 2 pg. 247
• Certificate business studies book 2 page, 143
• Gateway sec. Revision pg. 149

By the end of the lesson, the learner should be able to

• Discuss different types of media for advertising

• Listening and watching advertisement on radio and television
• Sharing experience through story telling
• Discussions
• Reading newspapers
• Visits to relevant business environment
• Talks from resource persons
• Dramatizing or role play

• Radio
• Television
• Newspapers/ magazines
• Posters
• Brochures
• Billboards
• Resource persons
• Relevant business environment

• Inventor KLB book 2 page 119
• Dynamics of business studies Bk 2 pg. 247
• Certificate business studies book 2 page, 143
• Gateway sec. Revision pg. 156-159

By the end of the lesson, the learner should be able to:

• State functions of advertising agencies
• Discuss merits and demerits of advertising

• Discussions
• Talks from resource persons
• Reports on visits and talks
• Dramatizing on role playing
• Listening and watching various advertisements on radio and television
• Visits to relevant business environment

• Relevant business environment
• Radio
• Television
• Resource persons
• Case studies
• Newspapers
• Posters
• Billboards

• Inventor KLB book 2 page 126-127
• Dynamics of business studies Bk 2 pg. 249-250
• Certificate business studies book 2 page, 153-154
• Gateway sec. Revision pg. 149

By the end of the lesson, the learner should be able to

• Identify and discuss other types of product promotions

• Viewing pictures
• Discussions
• Sharing experience through story telling
• Talks from resource persons
• Visits to relevant business environment
• Role playing relevant product promotion activities

• Resource persons
• Radio
• Television
• Credit cards
• Newspapers
• Relevant business environment

• Inventor KLB book 2 page 129-133
• Certificate business studies book 2 page, 166-167

By the end of the lesson, the learner should be able to

• Discuss the factors which influence choice of promotion method

• Talks from resource persons
• Discussions
• Sharing experience through story telling
• Listening and watching various advertisement and television

• Resource persons
• Radio
• Television
• Newspapers
• Posters
• Relevant business environment

• Inventor KLB book 2 page 134
• Dynamics of business studies Bk 2 pg. 249-250
• Certificate business studies book 2 page, 162-164
• Gateway sec. Revision pg. 160

By the end of the lesson, the learner should be able to

• Recognize the need for ethical practices in product promotion

• Discussion
• Talks from resource person
• Listening and watching various advertisement on radio and television
• Dramatizing or role-playing various product promotion activities
• Story telling

• Resource persons
• Radio
• Television
• Posters
• Billboards
• Relevant business environment

• Inventor KLB book 2 page 135-136
• Dynamics of business studies Bk 2 pg. 278-279
• Certificate business studies book 2 page, 164-165
• Gateway sec. Revision pg. 161

By the end of the lesson, the learner should be able to

• Discuss, trends in product promotion

• Discussions
• Browsing, the internet using computer
• Observing pictures and photos
• Viewing diagrams and charts
• Reading newspaper
• Listening and watching various advertisement on radio and T.V

• Computers
• Pictures
• Diagrams
• Charts
• Radio
• Television
• Newspapers
• Relevant business environment
• Case studies
• Resource persons

• Inventor KLB book 2 page 136-138
• Dynamics of business studies Bk 2 pg. 274-277
• Certificate business studies book 2 page, 165-166
• Gateway sec. Revision pg. 161

By the end of the lesson, the learner should be able to:
Outline lessons learnt from Jesus anticipated rejection at Jerusalem.

Luke 13:31-35
Discussion: relevance of Jesus’ anticipated rejection to Christians.

KLB  BK II
Pages 113-4

Jesus heals a sick man on a Sabbath.
     &
The parable of the great feast.

Relate Jesus’ healing on a Sabbath to Christian life.
Outline the role of the poor and underprivileged in the kingdom of God.

Luke 14:1-5, 15-24
Discussion.

Retrieving the lost.

Narrate parables relating to retrieving the lost.

Luke 14:4-7, 8-10,
15: 11-32
Narrations & inferences.
Assignment.

 1

The parable of the lost son.

Explain the relevance of the parable of the lost son to Christians.

Luke 115: 11-32
Narrations & inferences.
Assignment.

JESUS’ TEACHINGS ON WEALTH & POVERTY.

The parable of the shrewd manager.

Explain the relevance of the parable to Christians.

Bible reading: Luke 16:1-13 and make inferences therefrom.

Illustrate social responsibilities that accompany wealth.

Q/A: biblical contexts where the rich and / or the poor are mentioned.
Luke 16:19-31
Discussion.

Probing questions;
Discussion.

Luke 17:1-37
Detailed discussion. 

Luke 18:1-14
Narrations & inferences from the readings.

Define the term salvation.
Describe the process of salvation.

Q/A:
Luke 18:15-19,19:1-27
Narrations & detailed discussion.

Probing questions;
Discussion.

JESUS TEACHES IN JERUSALEM.

Jesus triumphant entry into Jerusalem.

Explain Jesus’ dramatic and humble ride on a donkey as he entered into Jerusalem.
Outline lessons learnt by Christians from Jesus’ entry into Jerusalem.

Luke 19:28-40
Detailed discussion

The cleansing of the temple.

Explain the significance of Jesus’ weeping over Jerusalem; and cleansing of the temple.
Outline lessons learnt by Christians from the cleansing of the temple.

Luke 19:  41:48,45:49.
Detailed explanations.

Jesus’ conflicts with Jewish leaders.

Questions about Jesus’ authority.

Explain the cause of Jesus’ conflict with leaders.
Outline the significance of Jesus’ authority from God to Christians.

Luke 20:1-8
Inferences from the reading.

Relate persecution and rejection of Jesus to Christian life.

Luke 9: 18
Q/A: review reasons for Jesus’ use of parables.
Narration of the parable.
Derive teachings from the parable.

Luke 9:19-26
Q/A: derive teachings from the bible reading.

Luke9: 27- 40
Explain resurrection as a configuration of life after death.

The question about the messiah.

Explain the question about Messiah as a key event of resurrection and exaltation of Jesus that will follow His death.

Luke9: 41-44
Oral questions & brief discussion

Describe the hypocritical and exploitative nature of teachers of the Law.
Explain the position of Christians in safeguarding against the tendency to seek personal recognition.

Luke 9:45-47
Detailed discussion.

Appreciate that God’s image is stamped on every human being, rich or poor.

Luke 21:1-4
Q/A: incidences where Jesus identified with the poor and upheld their dignity.
Brief discussion.

Jesus’ teaching about eschatology.

The prophecy on destruction of the Jerusalem temple.

Destruction of Jerusalem city.

Explain significance of the prophecy on destruction of the Jerusalem temple and destruction of Jerusalem city.

Luke 21:5-6 21:20-24
Exposition & explanations.

Q/A & discussion.

THE PASSION, DEATH & RESURRECTION OF JESUS.

The Last Supper.

Describe the preparation and partaking of the last supper.
Identify the new meaning of the Passover.

Luke 22:14-23
Brief discussion.

Luke 22:31-34
Brief discussion.

Q/A & explanations.

Luke 22:39-46
Q/A: messianic mission.
Discussion: significance of Jesus prayer.

Describe the betrayal and arrest of Jesus.
Suggest why Judas Iscariot betrayed Jesus.
Explain Jesus’ rejection of the role of a political Messiah.
Outline lessons learnt from Judas’ character.

Luke 22:47-53
Q/A & discussion.

Suggest reasons why Peter denied Jesus.
Explain the relevance of Peter’ denial and subsequent repentance to Christians.

Luke 22:54-65
Narration, Q/A & explanations.

Describe the trial of Jesus before the council of Sanhedrin, Pilate and Herod.
Identify charges leveled against Jesus.

Luke 22:66
        23:1-25.
Probing questions to examine validity of the charges leveled against Jesus.
Brief discussion.

Define treason and blasphemy.
Suggest reasons why Pilate agreed to have Jesus crucified.

Luke 23:13-25
Teacher exposes the meanings.
Discussion:
Jesus’ innocence in spite of the Judgment.

Luke 23:26-43
Narrations & inferences from the readings. 

Describe the extraordinary happenings preceding Jesus’ death.
Identify the meanings of darkness and tearing of the curtain.
Recognize the role of women in the resurrection story.

Luke 23:44-56
Narrations & detailed discussion.
Q/A: role of women in Jesus’ ministry, burial and resurrection story.

Define the term resurrection.
Discuss testimonies confirmed that Jesus rose bon the third day.
Explain the significance of Jesus’ death and resurrection to Christian life.

Luke 24:1-49
Elaborate discussion: testimony by the women, disciples on the way to Emmaus, appearance of Jesus to disciples.  

Describe Jesus’ ascension.
Outline the significance of Jesus’ ascension to Christians. 

Luke 24:50-53
Q/A & Discussion.

By the end of the lesson, the leaner should be able to:

Define the term ITCZ.
Explain the effect of shifting of the ITCZ on the climate of a zone.

Exposition of new concepts.

By the end of the lesson, the leaner should be able to:

Define the term microclimate.
Explain the effects of forests on climate of area.

PAGES
75-76

By the end of the lesson, the leaner should be able to:

Describe climate using appropriate terminology.

Tables: general terms and the corresponding statistical data.
Exercise: rainfall –temperature graphs.

Climate regions of Kenya.
Modified equatorial climate.

By the end of the lesson, the leaner should be able to:

Identify regions that experience Modified equatorial climate.
Describe Modified equatorial climate.

Map of Kenya: climatic regions rainfall-temperature graphs.

By the end of the lesson, the leaner should be able to:

Describe the modified tropical climate.
Identify regions that experience modified tropical

Map of Kenya: climatic regions rainfall-temperature graphs.

By the end of the lesson, the leaner should be able to:

Describe the modified tropical climate.
Identify regions that experience Modified tropical climate

Map of Kenya: climatic regions rainfall-temperature graphs.

CLIMATE (2) WORLD CLIMATIC REGIONS.

Equatorial climate.

By the end of the lesson, the leaner should be able to:

State characteristics of equatorial climate.

Exposition of new concepts, explanations and  Q/A.
Assignment: rainfall-temperature graphs.

By the end of the lesson, the leaner should be able to:

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs

By the end of the lesson, the leaner should be able to:

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs.

By the end of the lesson, the leaner should be able to:

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs.

By the end of the lesson, the leaner should be able to:

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs.

By the end of the lesson, the leaner should be able to:

Identify types of warm climates.
State characteristics of warm climates.

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs

By the end of the lesson, the leaner should be able to:

Identify types of cool climates.
State characteristics of  cool climates.

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs.

By the end of the lesson, the leaner should be able to:

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs.

By the end of the lesson, the leaner should be able to:

VEGETATION 1 VEGETATION ZONES.
Categories of vegetation.

By the end of the lesson, the leaner should be able to:

Define the term vegetation.
Identify the three categories of vegetation.

By the end of the lesson, the leaner should be able to:

By the end of the lesson, the leaner should be able to:

By the end of the lesson, the leaner should be able to:

Exposition of new concepts.
Q/A on physical and properties of soil.
Brief discussion.

By the end of the lesson, the leaner should be able to:

By the end of the lesson, the leaner should be able to:

By the end of the lesson, the leaner should be able to:

Outline types of mountain vegetation.
State characteristics of various types of mountain vegetation.
Identify locations of mountain vegetation.
State uses of mountain vegetation.

By the end of the lesson, the leaner should be able to:

Q/A: review the procedures followed in carrying out a field study.

Carry out the field study on vegetation.

By the end of the lesson, the leaner should be able to:

Q/A: definition of a forest.

Discussion: natural and planted forests; indigenous and exotic forests.

By the end of the lesson, the leaner should be able to:

Describe types of natural forests.
State characteristics of trees in particular types of forests.

Photographs: vegetation in various types of forests.

By the end of the lesson, the leaner should be able to:

Q/A & discussion: economic, environmental, cultural values of forests.

By the end of the lesson, the leaner should be able to:

Newspaper cuttings & photographs illustrating some problems facing forestry in Kenya.

By the end of the lesson, the leaner should be able to:

Describe management and conservation practices carried out in Kenya.
State the importance of management and conservation of forests.

By the end of the lesson, the leaner should be able to:

Compare and contrast development of softwood forests in Kenya and in Canada.
Identify factors favouring / militating against exploitation of softwoods in both countries.
Identify benefits of softwoods.

By the end of the lesson, the learner should be able to:
Get the correct responses to the holiday assignments

Comprehensive secondary physics students book 2 pages 69-71

Comprehensive secondary physics teachers book 2 pages 34-35

Secondary physics KLB students book 2 page 183-185

Principles of physics (M.Nelkom) pages

By the end of the lesson, the learner should be able to:
Demonstrate that sound is produced by vibrating objects

Strings      Tins
Bottles    Sticks
Tuning forks
Nails Shakers

Comprehensive secondary physics students book 2 pages 73

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 186-189

Principles of physics (M.Nelkom) pages

By the end of the the lesson, the learner should be able to:
Show that light does not travel in vacuum

Bell jar
Vacuum pump
Electric bell

Comprehensive secondary physics students book 2 pages 74

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 190-193

Principles of physics (M.Nelkom) pages

By the end of the lesson, the learner should be able to:
Describe the nature of sound waves

Describing and observing the characteristics of sound waves using the echo methods to find the speed of sound
Discussions

Open tube
Closed tube
Strings
bottles

Comprehensive secondary physics students book 2 pages 74-76

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 194

Principles of physics (M.Nelkom) pages

By the end of the lesson, the learner should be able to:
Determine the speed of sound in air by echo methods

Stop clock/watch
Chart on procedure for formulating the speed of sound

Comprehensive secondary physics students book 2 pages 77-78

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 190-193

Principles of physics (M.Nelkom) pages

By the end of the lesson, the learner should be able to:
State factors that affect the speed of sound

Sources of sound
Solid
Water
Air

Comprehensive secondary physics students book 2 pages 78-79

Comprehensive secondary physics teachers book 2 pages 38-39

Secondary physics KLB students book 2 page 193

Principles of physics (M.Nelkom) pages

Golden tips physics page 95

By the end of the lesson, the learner should be able to:
Solve problems involving sound

Comprehensive secondary physics students book 2 pages 79-80

Comprehensive secondary physics teachers book 2 pages 39

Secondary physics KLB students book 2 page 198-203

Principles of physics (M.Nelkom) pages

By the end of the lesson, the learner should be able to:
Describe the streamline and turbulent flow

Discussions
Observing and defining
Streamline and turbulent flow

Water
Pipes of varying diameter
Sheet of paper

Comprehensive secondary physics students book 2 pages 81

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 204-208

Principles of physics (M.Nelkom) pages

By the end of the lesson, the learner should be able to:
Derive the equation of continuity

Deriving the equation of continuity
Discussions

pipes of varying diameter
charts on equation of continuity

Comprehensive secondary physics students book 2 pages 82

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 210-215

Principles of physics (M.Nelkom) pages

By the end of the lesson, the learner should be able to:

Comprehensive secondary physics students book 2 pages 83-84

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 215-221

Principles of physics (M.Nelkom) pages

By the end of the lesson, the learner should be able to:

Comprehensive secondary physics students book 2 pages 84-87

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 221-231

Principles of physics (M.Nelkom) pages

By the end of the lesson the learner should be able to:
Solve problems involving the equilibrium of continuity

Answering the questions
Discussing answers to assignment

Exercise in the students’ book 2
assignment

Comprehensive secondary physics students book 2 pages 88

Comprehensive secondary physics teachers book 2 pages 42

Secondary physics KLB students book 2 page 231-234

Principles of physics (M.Nelkom) pages